Academic literature on the topic 'Multi-age schooling'

AbstractWe report two studies about shifting practices of quantification in tradestores in Oksapmin communities (Papua New Guinea). In Study 1, we enlisted 7 local tradestore clerks to collect information about customers' language practices of quantification, age cohort, schooling level, and cost of purchase. Analyses of 305 exchanges revealed that older cohorts tended to use indigenous practices and extensions of the indigenous language. Younger cohorts – particularly those with some schooling -- tended to use practices that involved Melanesian Pidgin. In Study 2, we analyze interviews with 9 tradestore clerks who described typical purchase transactions with customers from different age cohorts/schooling levels. Analyses of interviews revealed that elders tended to structure multi-item purchases into sequential transactions and use extensions of indigenous approaches to quantification. Schooled adults tended to purchase multiple items in a single transaction and use Pidgin quantifiers. We argue that tradestores today sustain multiple practices of quantification but also support change towards the exclusive use of Melanesian Pidgin.

This paper reflects the journey of my life and highlights the importance of setting goals for desired achievements in life. Additionally, it scrutinizes the role of patronage of parents, societal influence and cultural capital to set the degree of success a person achieves in his or her life. Through reflection, the paper advocates for inevitability of technical and vocational contents and multi-disciplinary competencies including international languages and life skills from the early age of schooling to tackle with the challenges of 21st century.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13090 Journal of Training and Development Vol.1 2015: 46-53

Background: Higher schooling is associated with higher economic wellbeing. Marginalization-related Diminished Returns (MDRs) framework, however, refers to smaller returns of schooling for non-Hispanic Blacks (NHBs) compared to non-Hispanic Whites (NHWs). Aim: Using a national sample of American adults, the current study compared NHBs and NHWs for the effects of each incremental increase in the years of schooling (gradient of educational level) among American adults. Methods: Data came from the Understanding America Study (UAS), a national online survey with a nationally representative sample. A total of 5715 adults (18+ years old) were included. From this number, 4,826 (84.4%) were NHWs, and 889 (15.6%) were NHBs. Years of schooling was the independent variable. Economic wellbeing was the main outcome. Age and gender were the covariates. Race was the moderator. Results: Overall, each additional year of schooling was associated with higher economic wellbeing, net of age, and gender. A statistically significant interaction was found between race and years of schooling on the outcome, indicating a smaller boosting effect of any incremental increase in the years of education on the economic wellbeing of NHBs compared to NHWs. Conclusion: In line with MDRs, highly educated Black people experience low economic wellbeing. The MDRs of education on economic wellbeing may be why highly educated, and middle-class Black Americans still report poor health. Policy solutions should address multi-level causes of MDR-related health disparities.

Abstract This article explores the theoretical strands and methodological possibilities for the study of the consumption of popular print in the pre-modern age. The first section explores general approaches and cross-disciplinary angles to the field. The second section looks at core methodologies in approaching the multi-faceted issue of consumption of popular print. The third section offers a comparative discussion of pan-European themes, including literacy and schooling, the sociality of reading and consumption, the weight of restrictions and emancipation in regulating access to print, and the materialities of consumption as a physical, multisensory experience.

SynopsisThirty-two consecutively admitted females with bulimia nervosa (purging type) according to DSM-IV and additional impulsive behaviours (multi-impulsive bulimia (MIB)) and 32 age-matched female controls with DSM-IV bulimia nervosa (purging type) (uni-impulsive bulimia (UIB)) were assessed longitudinally on admission and at discharge following in-patient therapy and at a 2-year follow-up. Multi-impulsive bulimics were defined as presenting at least three of the six of the following impulsive behaviours in their life-time in addition to their bulimic symptoms at admission: (a) suicidal attempts, (b) severe autoaggression, (c) shop lifting (other than food), (d) alcohol abuse, (e) drug abuse, or (f) sexual promiscuity. Multi-impulsive bulimics were more frequently separated or divorced, had less schooling and held less-skilled jobs. Except for interoceptive awareness (EDI), which was more disturbed in multi-impulsive bulimics, there were no differences concerning scales measuring eating disturbances and related areas. Multi-impulsive bulimics showed more general psychopathology – anxiety, depression, anger and hostility, psychoticism – differed in several personality scales from uni-impulsive bulimics (e.g. increased excitability and anger/hostility) and had overall a less favourable course of illness. Multi-impulsive bulimics also received more in- and out-patient therapy previous to the index treatment and during the follow-up period. The data support the notion that ‘multi-impulsive bulimia’ or ‘multi-impulsive disorder’ should be classified as a distinct diagnostic group on axis I or that an ‘Impulsive Personality Disorder’ should be introduced on axis II. The development of more effective treatment for multi-impulsive bulimia is warranted.

Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort.

The text focuses on the issue of 3D multi-user virtual environments and their use in education. In the wake of the global Covid-19 pandemic, there was a worldwide need for a rapid transition in education at all levels of schooling and in lifelong learning to the online space. As this was a rapid organisational change, schools and lifelong learning institutions often found themselves in situations where tools not previously tested in the school were used, or online tools were used that did not lead to the desired effect. Therefore, it is necessary to investigate which types of online tools are most appropriate for education, depending on the age of the learners and the learning topic. This text analyses the educational potential of 3D multi-user virtual environments, which hold significant benefits for the application of basic didactic principles that bring significant advantages in terms of learning outcomes, in particular the principle of illustration, learning from simulated virtual experiences as well as direct contact with the learning community. The text concludes by discussing current perspectives on the effectiveness of these environments in the educational process.

This paper argues that the ideological and material reproduction of “effective schooling” in the Age of Capital functions to normalize and perpetuate the unequal social relations and oppressive dynamics that characterize free market economies and their accompanying political and cultural practices in the historical and educational context of the United States of America. I argue that the intersection of three perspectives furthers the work of scholars grounded in the various disciplines—advocacy anthropology, the anthropology of education, and the mutual engagement of anthropology and critical disability studies—and demonstrates that a multi-inter- transdisciplinary lens is essential for deepening an understanding of the discourses as well as the concrete practices that push ‘disorderly’ student subjects into precarious circumstances that threaten their physical, emotional, and psychological integrity.

The article raises the issue of representation, indicating that multi-dimensional representation as a psychological phenomenon requires consideration in different coordinate systems. We show that system consideration is not only its study as a multifunctional education complex structure, but also the study of its integral characteristics, as the minimum set of characteristics is required, that provides its short description. We conclude that it is necessary to integrate different measurements, various order qualities and properties of representations, the allocation of determinants system, reflecting its diversity, multidimensionality and correlation of different measurements (characteristics) to each other, as well as their complementarity. We point out that the study of multi-dimensional representation involves the analysis of the relationship of its integral characteristics (controlled, vividness, brightness, sharpness), which will clarify the nature of the desired integral factors and create a common system of methods for studying the representation. We provide the results of correlation analysis of the integral characteristics of representation at different age stages of schooling.

AbstractThis study examined the mediating role of maternal unsupportive parenting in explaining associations between family instability and children's externalizing symptoms during the transition to formal schooling in early childhood. Participants included 243 preschool children (M age = 4.60 years) and their parents. Findings from cross-lagged autoregressive models conducted with multimethod (survey and observations), multi-informant (parent, teacher, and observer), longitudinal (three annual waves of data collection) data indicated that experiences with heightened family instability predicted decreases in supportive parenting, which in turn predicted increases in children's externalizing symptoms. Analyses also revealed a bidirectional association between parenting and family instability over time, such that higher levels of instability predicted decreases in supportive parenting, which in turn predicted increases in family instability.

The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002.
Restricted until May 2003. The CD-ROM contains the Multi-Age Information Resource (MAIR) documents and weblinks. Bibliography: leaves 29-31.

碩士
國立嘉義大學
教育行政與政策發展研究所
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This research aims to investigate the framework of the support system for multi-age education and to understand its appropriateness based on the curriculum development, teachers and instructions, as well as administrative support. Moreover, this research is expected to provide conclusions and suggestions based on the research findings for principals in the school currently implementing multi-age education as well as policy makers in educational authority. The research discussed theories of relevant literature reviews. The questionnaire was structured based on the support system for multi-age education and conducted by means of Delphi technique. The questionnaire was implemented in three rounds with a committee of 16 subjects for building up the consensus from education scholars and experts and forming the support system for multi-age education. The system includes three dimensions which are curriculum development, teachers’ profession and instruction, administrative support and expands to 12 sub-dimensions and 49 items ,including curriculum plans, curriculum design, curriculum implementation, curriculum evaluation, teachers’ professional growth, innovative instruction, professional cooperation and company, classroom management, school perspectives and leadership, relaxation of policies and regulations, community assistance and communication, and investment and integration of resources. According the research findings, the researcher proposes “the support system for multi-age education” and provides appropriate methods of curriculum development, teachers’ profession, and administrative implementation for schools conducting multi-age education so that principals and faculties can progress multi-age education with a wide range of professional knowledge and preparation. On the other hand, the researcher offers some advice for the departments of educational authority and suggestions for future research.

Schooling Diaspora relates the previously untold story of female education and the overseas Chinese in British Malaya and Singapore, traversing more than a century of British imperialism, Chinese migration, and Southeast Asian nationalism. This book explores the pioneering English- and Chinese-language girls’ schools in which these women studied and worked, drawing from school records, missionary annals, colonial reports, periodicals, and oral interviews. The history of educated overseas Chinese girls and women reveals the surprising reach of transnational female affiliations and activities in an age and a community that most accounts have cast as male dominated. These women created and joined networks in schools, workplaces, associations, and politics. They influenced notions of labor and social relations in Asian and European societies. They were at the center of political debates over language and ethnicity and were vital actors in struggles over twentieth-century national belonging. Their education empowered them to defy certain sociocultural conventions in ways that school founders and political authorities did not anticipate. At the same time, they contended with an elite male discourse that perpetuated patriarchal views of gender, culture, and nation. Even as their schooling propelled them into a cosmopolitan, multi-ethnic public space, Chinese girls and women in diaspora often had to take sides as Malayan and Singaporean society became polarized—sometimes falsely—into mutually exclusive groups of British loyalists, pro-China nationalists, and Southeast Asian citizens. They negotiated these constraints to build unique identities, ultimately contributing to the development of a new figure: the educated transnational Chinese woman.

As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling portfolio focuses on children/youths in need of schooling opportunities in sub-Saharan Africa. This category of children is referred to as Out-of-School-Children (OOSC), depicting children/youth excluded from education, which makes up about one-sixth of the global population of this age group. This study reports on COL's commissioned project in the African Commonwealth countries, with a special emphasis on girls to help it to better focus its efforts. The study was undertaken in two phases. Data analysis involved simple descriptive statistics and transcription of recorded interviews, the identification of themes and sub-themes and coding. Both findings were triangulated. Generally, the findings show common threads, for instance, gender inequality that pervades the data, with the female gender being at a disadvantage in most of the countries. Given the multi-layered challenge of OOSC, recommendations were made on school enrolments and persistence among primary and secondary school children, ICT-in-education, disabilities, the marginalised, teenage pregnancy, and climate change education. In collaboration with education experts, COL looks forward to developing interventions to address the matter of OOSC in member countries.

In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.